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Tim Gorichanaz 《Journal of Religious & Theological Information》2013,12(1-2):19-31
This study uses interpretative phenomenological analysis, a qualitative interview methodology, to examine the information experience of Catholic readers of the Bible. It presents a detailed, individual-focused account of how Catholics experience the Bible, in its diverse oral, print, and digital manifestations, as a source of religious information. Participants in this study were found to experience the Bible as God's Word, with which they interface in three thematic ways: Connections, Journey, and Practice. These themes are, in turn, linked by the processes of sharing, repetition, and interpretation. This work extends previous research on the religious reading of believers and numinous document experience, and it contributes to a budding conceptualization of reading as an example of document work rather than a merely cognitive activity. 相似文献
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Abstract Thomas, W. I., &; Thomas, D. S. The Child in America. New York: Knopf, 1928. Pp. xiv+575. Thomas, D. S. Some New Techniques for Studying Social Behavior. New York: Bur. Pubis., Teach. Coll., 1929. Pp. viii+203. Healy, W., Bronner, A. F., Baylor, E. M. H., &; Murphy, J. P. Reconstructing Behavior in Youth. New York: Knopf, 1929. Pp. vii+325. Calverton, V. F., &; Schmalhausen, S. D. [Editors]. The New Generation. New York: Macaulay, 1930. Pp. 717. Furfey, P. H. The Growing Boy. New York: Macmillan, 1930. Pp. viii+192. Hollingworth, L. S. The Psychology of the Adolescent. New York: Appleton, 1928. Pp. xiii+259. Brooks, F. D. The Psychology of Adolescence. Boston: Houghton Mifflin, 1929. Pp. xxiii+652. Pratt, K. C., Nelson, A. K., &; Sun, K. H. The Behavior of the Newborn Infant. Columbus: Ohio State Univ. Press, 1930. Pp. xiii+237. Bühler, C. The First Year of Life. New York: John Day, 1930. Pp. x+281. Bühler, C. Kindheit und Jugend. Leipzig: S. Hirzel, 1930. Pp. xx+308. Bühler, K. The Mental Development of the Child. New York: Harcourt, Brace, 1930. Pp. xi+170. Curti, M. W. Child Psychology. New York: Longmans, Green, 1930. Pp. ix+527. Piaget, J. The Child's Conception of Physical Causality. New York: Harcourt, Brace, 1930. Pp. viii+309. 相似文献
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Jon L. Berquist 《Pastoral Psychology》2009,58(5-6):521-530
Biblical studies has often avoided the children in the biblical text, to the detriment of the discipline. The topic of childhood in the Bible provides a particular opportunity for dialogue between biblical studies (including historical, theological, and social approaches), psychology of religion, and pastoral psychology. This article examines three biblical stories: Adam and Eve, David, and Jesus. In each case, I inquire about the ages of the characters, the interpretive assumptions at work in biblical studies, and the psychological insights that may be brought to bear on the biblical text. 相似文献
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Alice Ogden Bellis 《Teaching Theology & Religion》1998,1(3):161-165
This modified “note from the classroom” is a dialogue between two scholars about African American study of the Bible. Bellis introduces the subject by advocating the primacy of social location and the African American student's religious experience in the method that she uses in her classes. (Her sample bibliography, syllabus and course outline for teaching about the Bible in African American perspectives can be found on the Wabash Center web page: http://www.wabashcenter.wabash.edu.) Brown's response takes a different stance with regard to the relative importance for exegesis of historical-critical method and the reader's social location. While Bellis and Brown agree on the appeal that the King James Version holds for many African Americans (but for different reasons), their differing assessments of translations, the distinctiveness of African American interpretations, and the ethnicity of Biblical characters models a lively discussion of issues in teaching and learning. 相似文献
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《Reformation & Renaissance Review》2013,15(1):44-62
AbstractThe Brest Bible is regarded traditionally as the first translation of the entire Scriptures from the original languages into Polish. This study assesses this claim. A cursory analysis reveals that the Brest translators generally followed the hebraica veritas. They made use of Stephanus's Latin Bible (1556/57) whose Old Testament text was the literal Latin translation of the Hebrew Bible by Santes Pagnini (Pagnino); the Vulgate text was also included. It is shown that where there are significant differences between the printed editions of the Hebrew Bible of the sixteenth century and Pagnini's version, the Brest Bible follows Pagnini. Its translators followed Pagnini in Stephanus's edition verse by verse, and also applied the latter's division into chapters and verses to the Polish text. It is, then, suggested that there is doubt whether the Brest translators translated directly from the original version, it being more likely that they availed themselves chiefly of Pagnini's Latin version. 相似文献
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The purpose of this article is to show what ethnomethodology and, especially, conversation analysis as methods have to offer to the study of Bible reading. The methodology of conversation analysis is compared with the methods of the ethnography of reading. The conversation analytical perspective is demonstrated through examining some recurrent practices of talking about Bible texts in Seventh-day Adventist Bible study, namely, recontextualizing words and expressions, and inferences about the characters and events in the texts. The article shows how interactional practices are analyzed as both situated and recurrent. In the concluding section a suggestion is made for how the perspectives of ethnography and conversation analysis can be combined. The data consists of audio-recordings of actual Bible study sessions in a Seventh-day Adventist church in Finland. 相似文献
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